Abstract
In recent years, the weight of students' school bag has become an increasing concern to people with an interest or involvement in education at primary and secondary level. Parents, in particular, have given voice to this concern both as individuals and through their representative organisations. In addition, school authorities and teachers, health professionals and, indeed students themselves have increasingly voiced their unease regarding the heavy loads, which must be carried to and from school on a daily basis. Heavy school bags can be a burden, which tire students unnecessarily. There are also many researches, which have revealed strong correlation between school bag weight and physical problems among all students that can result in serious consequences in the future. So what are the factors, which contribute to the increased burden and weight on school children? Is it the number of textbooks, workbooks and copies , the size and weight of individual textbooks, the additional content and weight of the school bags or some other factors which have an indirect influence on the weight of school bags? These could be the provision of storage facilities, the lack of coordination of homework by teachers, students' lack of organisational skills and awareness in the school authorities of the possible health problems posed by excessively heavy school bags. This paper seeks to address these issues.
Highlights
An educational institution performs a significant function of providing learning experiences to lead their students from the darkness of ignorance to the light of knowledge
First and foremost the data were analysed for determining the reliability and validity of the modified Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) questionnaire for use in Indian teacher education classroom settings
The reliability results of the TROFLEI were consistently above 0.50. This suggested that the modified TROFLEI can be considered a reliable tool (De Vellis, 1991) with Indian students especially those enrolled in the teacher education programmes
Summary
An educational institution performs a significant function of providing learning experiences to lead their students from the darkness of ignorance to the light of knowledge. Nations across the globe are networked more closely than ever before This has a deep and profound effect upon the functioning of higher education sector and has literally transformed the way we look at all aspects of quality in higher education, teacher education. Results of studies conducted over the past 40 years have provided convincing evidence that the quality of classroom environment in schools is a significant determinant of student learning (Fraser 2007, 2012). The present study is significant as it would be one of the first studies to use the TROFLEI (Technology-Rich, Outcomes-Focused Learning Environments Inventory) in a teacher education college setting to study the students' perceptions of their learning environments in a technology supported classroom at the teacher education level
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